楊貝貝

一、引言

高中英語教學的最終目的是培養(yǎng)學生聽、說、讀、寫四個方面的能力。而寫作是最能體現(xiàn)出學生的綜合能力，檢驗學生真實的學習情況，考察學生遣詞造句、謀篇布局以及思維方式和解決問題的能力。普通高考考試大綱要求學生能夠“準確使用語法和詞匯”并“使用一定的句型、詞匯，清楚、連貫地表達自己的意思”。而高考書面表達要求學生在30分鐘內寫出100-120詞左右的作文，其內容和范圍都基于以限定的話題，具有特殊性，是一種控制思維模式的英語寫作。而狀語從句是寫作中常用且種類較多的句型，寫作中能合理、正確地使用狀語從句，不但能地道的表達英文習慣，而且還能使文體結構更加嚴謹、美觀。綜上，該課在設定話題的基礎上重點培養(yǎng)學生在寫作中使用狀語從句的能力。

二、教學分析

1.教學內容分析。

該課選擇“Talk about our Classmates”作為話題，與同學們生活息息相關，讓學生有話可說，同時也加深了生生和師生之間的感情。在該話題的基礎上通過教師的引導，學生學會使用狀語從句去談論自己的同學，并完成書面表達。由于該課為高三的課程，學生對于狀語從句已有所掌握，因此在狀語從句的使用方面重點培養(yǎng)學生融會貫通所學知識，提升、美化句子的能力。

2.學生分析。

本節(jié)課的學生來自中衛(wèi)中學高三（3）班，英語基礎中等，相比較之下，女生更好一些。該班級是理科班，學生較為活躍，思維敏捷且理解力強，詞匯及語法知識掌握較好，但綜合表達能力欠佳。對該話題熟悉程度很高，平時學習生活中積累較多，因此選取了平時拍攝的照片以便學生回憶。

3.教學目標。

本節(jié)課就高考書面表達限定話題及范圍的要求，基于“Talk about our Classmates”的話題，學生能夠積極談論自己的同學，并綜合運用所學知識，使用狀語從句完成寫作任務，并提升美化所寫內容。同時也加深了同學之間互相了解和關愛。

4.教學設計思路。

本科選擇的教學材料是教師根據教學目標及話題自行編寫的，照片是平時進行教學活動時拍攝的。備課之初，想要在學生熟悉的話題下進行教學，并且配有學生的照片，提高學生的學習興趣，且學生看到被老師了解和重視，以增強自信心，同時也有利于教學的實施。由于狀語從句種類較多，而根據學生平時的寫作總結，強化了常用的狀語從句的使用，并重點訓練一句多譯，提升、美化句子的能力。

教學環(huán)節(jié)主要分為四個部分，分別是導入、寫作前、寫作中和寫作后。寫作前有四個練習，分別是判斷狀語從句類型、擴展句子、翻譯句子和改錯練習。寫作中即學生完成寫作任務。寫作后為個別學生作品的展示和評價。其中包括教師評價和學生評價。教學過程中，教師主要使用電子白板進行展示，教學活動為師生問答、學生討論及獨立作業(yè)的模式。

教學環(huán)節(jié)流程圖如下：

三、教學過程

Step Ⅰ Greeting and Leading-in

T： Class begins！

Ss： Good morning， Miss. Yang！

T： Good morning， everyone. Sit down， please！

Ss： Thank you.

T： Welcome to my class！ Today， lets talk about our classmates. First of all， please look at the picture. （Show a picture of Tian Xueqiang， one of the students in this class.） Who is the boy？

Ss： Tian Xueqiang.

T： Please describe Tian Xueqiang.

S1： Tian Xueqiang is kind and brave.

S2： He likes reading.

T： Good answers！ All your sentences are simple ones. Can we just use simple sentences while writing？

Ss： No！

T： So we should beautify and enhance simple sentences to make them clear， vivid and full of varieties. Do you know “beautify” and “enhance”？

Ss： No.

T： （Write the two words on the blackboard.） Beautify means to make something more beautiful and better. Enhance equals to improve. How to do it？ Let me give you an example. （Show it on the screen. ）

Tian Xueqiang is reading.

Tian Xueqiang， a seventeen-year-old boy， is reading an English poem.

Tian Xueqiang， a seventeen-year-old boy， is reading an English poem while other students are doing their homework.

T： We have added appositive， object， and adverbial clause. During this class， we just focus on adverbial clause and learn how to use it while writing.

（設計意圖：緊扣本課話題，用一個最活潑，大家最喜歡談論的學生，引起學生興趣，讓學生迅速進入學習狀態(tài)。通過對于一個簡單句的拓展，讓學生了解如何拓展句子并引入狀語從句。）

Step Ⅱ Pre-writing

Exercise 1. What adverbial clause is the sentence？

T： Please read the following sentences and tell me what adverbial clause each sentence is. The first one， read together.

Ss： Tian Xueqiang dreamed about becoming a poet when he was a little boy. 時間狀語從句

T： Number 2， start.

Ss： He believes that where there is a poem， there is beauty. 地點狀語從句

T： Number 3， start.

Ss： He writes poems every day because he thinks practice makes perfect. 原因狀語從句

T： Number 4， start.

Ss： He spends so much time writing poems that he has no time to play with his friends. 結果狀語從句

T： Number 5， start.

Ss： He studies hard in order that he can realize his dream. 目的狀語從句

T： Number 6， start.

Ss： He wants to publish his works if it is possible. 條件狀語從句

T： Number 7， start.

Ss： He will never give up even though he meets many difficulties. 讓步狀語從句

T： Number 8， start.

Ss： The busier he is， the happier he feels. 比較級，越什么就越什么…

T： What adverbial clause is it？

Ss： 比較狀語從句

T：Yes， right. The last one， read.

Ss： He always speaks as if he were a poet. 讓步狀語從句

T：Are you sure？ I dont agree.

Ss： 方式狀語從句

T：Good.

（設計意圖：與引入內容相承接，用九句子復習所學狀語從句，并且這九個句子都是關于同一個學生，句與句之間有邏輯上的關聯(lián)，整體介紹了該學生想成為一名詩人的夢想以及如何為之努力的詳細內容，為學生搭建語法相關支架，為后面寫作任務做鋪墊。）

Exercise 2. Enhance sentences by using adverbial clause.

T： Lets talk about more classmates. Since we know so many adverbial clauses， please enhance each sentence by using adverbial clause. （Show a picture for each sentence.）

時間狀語從句引導詞： when， as， while， as soon as， while， before， after， since ， till， until 拓展the minute， the moment， the second， the instant， instantly， immediately， directly， the first time， the day， every time， no sooner … than， hardly …when， scarcely … when（位于句首主句部分倒裝）

Wan Jiaqi has studied hard _________________.

S1： Wan Jiaqi has studied hard when she， er…

T： Pay attention to “has studied”. Lets change another lead word.

S1： Wan Jiaqi has studied hard since she became a student.

T： Good. My answer is： Wan Jiaqi has studied hard since she came into our class. Look at next one.

S2： Wan Jiaqi was attracted by the painting the first time she saw it.

T： Wow， your answer is the same as mine.

讓步狀語從句引導詞： though， although， even if， even though， 拓展： as（用在讓步狀語從句中要倒裝），no matter …， wh-ever， no matter wh-

S3：Wu Han often helps his friend to solve problems although they are difficult.

T： Great！ Look at my answer： Wu Han often helps his friend to solve problems no matter how busy he is. Of course， we can also say： Wu Han often helps his friend to solve problems in spite of the fact that he is very busy. Many students like to use although. If you use this one， your writing can be made better.

原因狀語從句引導詞： because， as， since…

S4： They are very excited because they have got the first prize.

T： Excellent！ My answer is： They are very excited because they saw beautiful girls.

Ss： Ha-ha…

條件狀語從句引導詞： if， unless， as/so long as， only if（位于句首主句部分倒裝）， 拓展：providing/provided that， suppose that， in case that， on condition that

S5：They can read it better if they can read together.

T： Good answer. Look at mine. They can read it better only if they practice more. If we put “only if” at the beginning， how to say the sentence？

Ss： Only if they practice more can they read it better.

T： Great！ Only if 加狀語放在句首——

Ss： 句子部分倒裝

目的狀語從句引導詞：in order that， so that，特殊用法：for the purpose that

S6： They study hard in order that they can get into their dream colleges.

T： Beautiful sentence！ We can also change it into： They study hard for the purpose that the can get into their dream colleges.

結果狀語從句引導詞： so that， so…that， such…that…

S7：Wang Xu likes the house so much that he wants to live in it.

T： Good！ My answer is： Wang Xu likes the house so much that he makes more money to buy it.

（設計意圖：該部分仍然以談論本班學生為基礎，圍繞話題進行。照片及提示也是一種限定，符合高考寫作對學生的要求。給出簡單句并且讓學生在限定條件下拓展，旨在訓練學生使用狀語從句和拓展句子的能力。）

Exercise 3. Translate the following sentences.

T： Lets focus on more difficult ones. Please translate the following sentences.

1.黃勇剛要玩電腦游戲，突然老師來了。

S1： Huang Yong was about to play computer games when the teacher came.

T： Good！ Who can say it in another way？

S2： Huang Yong was on the point of playing computer games when the teacher came.

S3： Huang Yong was just going to play computer games when the teacher came.

T： Excellent！ Look at the second one.

2.如果我是楊斌，我也會幫助那個陌生人。

S4： If I were Yang Bin， I would also help that stranger.

T： Youre right！ 這是if引導的什么從句？

Ss：虛擬條件句！

T： So we can also say——

Ss： Were I Yang Bin， I would also help that stranger.

T： Good job！

3.直到媽媽回來姬霞才開始做作業(yè)。

S5： Ji Xia didnt begin to do her homework until his mother came back.

T： His mother？

S5： Oh， sorry， her mother

T： Good！ We can also say——

S6： Not until her mother came back did Ji Xia begin to do her homework.

T： 倒裝句！那改為強調句呢？

S7：It was not until her mother came back that Ji Xia began to do her homework.

T：Wow， you have a good command of it.

4.盡管累，但馬立成很開心。

S8： Although/Though he is tired， Ma Licheng is very happy.

T： 可以改成省略句嗎？

Ss： Although/Though tired， Ma Licheng is very happy.

T： 什么時候可以?。?/p>

Ss： 當主句和從句主語一致，并且從句主語后有be動詞時

T：注意如果be動詞后面是名詞的話就不可以省了。還可以改為倒裝句嗎？

S9： Tired though/as he is， Ma Licheng is very happy.

T： Great！

5.劉奇家是如此誠實聰明的學生以至于他的老師都喜歡他。

S10： Liu Qijia is so honest and clever a student that his teachers all like him.

T： Can we use “such”？

Ss： Yes！

T： Say it together.

Ss： Liu Qijia is such an honest and clever student that his teachers all like him.

T： Who can use “so that” to rewrite it？

S11： Liu Qijia is an honest and clever student so that his teachers all like him.

T： Excellent！ If we put “so” at the beginning， how can we say it？

S12： So honest and clever is Liu Qijia that his teachers all like him.

T： Great！ Look at the last one.

6.汪靈一離開家就下雨了。

S13： It rained as soon as Wang Ling left home.

T： Besides “as soon as”， we can also use the minute， the moment， the second， the instant， instantly， immediately， directly or we can change it into： Wang Ling had no sooner left home than it rained. This one is a little difficult for you， so I just give you the answer. 如果改為倒裝句呢？

S14：No sooner had Wang Ling left home than it rained.

T： There are other two structures. What are they？

Ss： …

T： Its hard for you. You can discuss with your classmates.

S15： Hardly had Wang Ling left home when it rained.

S16： Scarcely had Wang Ling left home when it rained.

T： All of you did a good job.

（設計意圖：這六個翻譯句子與之前比較難度再一次提升，涵蓋了狀語從句中非常重要且又運用靈活的知識點，訓練學生融會貫通所學知識，提高學生一句多譯的能力。在寫作中，同一句話可用不同詞匯、句型表達，能夠使用高級詞匯和句型的學生會更容易拿高分。因此這一訓練是十分必要的。）

Exercise 4. Correct the following sentences.

1. Ill never give up. Because my mother told me where there is a will， there is a way.

Ss： 去掉第一個句號because小寫

T： 同學們在作文中最容易犯這個錯誤，只有從句，沒有主句。以后寫作時一定要注意這個問題！

2. He works so hard that can pass all exams.

Ss： can前面加he

T： 對，缺少主語！

3. Only we keep optimistic can we succeed.

Ss： Only 后面加if或者when

T： 對，缺少引導詞！Only位于句首加狀語句子部分倒裝，狀語都有哪幾種？

Ss： 副詞，介詞短語，狀語從句。

4. Not until did he come back he knew the truth.

Ss： Not until he came back did he know the truth.

T： 一定要注意！倒裝句都是在主句倒，從句不變。

5. Although he meets many difficulties， but he will never give up.

Ss： 去掉but

T： 是的，although不與but連用

（設計意圖：這五個句子涵蓋了學生在寫狀語從句中經常犯的錯誤，以改錯的形式讓學生自己發(fā)現(xiàn)錯誤并改正，能夠牢固地掌握并避免再犯同樣的錯誤，這對于寫作訓練有極大的實際意義。）

Step Ⅲ While-writing

T： As we all know， what we have learned should be used finally. （Show the picture of Gao Feng.） Write a short passage to introduce Gao Feng. Try to use adverbial clauses as possible as you can.

Name： Gao Feng

Age： 17 years old

Personality： brave & warm-hearted

Hobby： basketball

Dream： a basketball player in NBA

T： Four or five sentences is ok.

（The teacher goes around the students to help them if they need.）

（設計意圖：通過前面的練習、對所學知識的回顧和整合，從語法知識上、拓展技巧上搭建支架，并且最終通過寫作來檢驗學習成果。而該寫作要求緊扣本課話題和知識點，同時也符合高考寫作要求，給出一部分信息，學生適當增加細節(jié)使行文連貫。）

Step Ⅳ Post-writing

T： Since you have finished writing， who would like to show your work？ （Choose one work to send it on the screen by using Seewo Assistant. Then read it and evaluate how many adverbial clauses are used， whether there are grammar mistakes and whether the hand writing is good. ）

Well， during this class， we have learned how to use adverbial clause while writing. I hope it can help you to improve your writing. Homework today is to rewrite the passage longer and hand in the final draft.

Class is over. Thank you for your cooperation. Good-bye！

Ss： Bye！

（設計意圖：先讓學生自己評價并且改正文章中的錯誤，培養(yǎng)學生修改作文的能力，因為好文章不是一蹴而就寫出來的，而是日積月累改出來的。學生不僅學會修改錯誤，而且還學會如何提升、美化句子，如何使自己的作文拿高分。讓學生讀而且還將書寫稿傳到屏幕上，不僅能夠評價其文章內容，還評價其書寫。有利于讓學生重視書寫規(guī)范美觀，以提高寫作質量。）

四、教學反思

本節(jié)課的獨特之處在于設定話題和句型的基礎上訓練學生寫作，而且教學材料根據該班學生生活實際編寫，有該班級和該教師的獨特性。而教學環(huán)節(jié)設置上有明顯的由易到難，由淺入深的梯度，符合學生認知習慣。在實際授課過程中，雖然設計到了枯燥的語法點，但學生看到自己的照片，都興奮不已，對課堂學習仍然積極熱情，同時，教師語言流利豐富，也將自己置身于學生之中，時而與學生一起開懷大笑，以朋友的角度去與學生交流，引導學生進入每一個教學環(huán)節(jié)，現(xiàn)場課堂氣氛輕松活躍。當學生說錯的時候，教師不直接改正，而是利用重復錯誤詞或聲調來提示學生自己改正錯誤。

當然授課過程中也有所不足：1. 在拓展句子部分，第一張照片設置了兩個句子，應該把這兩個句子順序調整一下，從學生的反應來看，第一個相對比第二個稍難，應該由易到難來設置問題。2.在講解過程中，應給學生講清楚in spite of the fact，for the purpose作狀語，而不是狀語從句，后面that引導同位語從句。3.拓展句子部分耗時過多，教師把握時間不夠準確，導致后面時間太緊。

整體設計上，也有所不足。寫作前的四個環(huán)節(jié)都太過注重語法，而限制了學生不能夠自由發(fā)揮、暢所欲言。雖然圍繞話題且緊密貼近學生實際生活，但語境設置上仍需要進一步提高，要利用語境引導學生自發(fā)地說和寫，而不是教師要求那樣去做。

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